Key points are not available for this paper at this time.
Purpose This study explores the intricate roles played by international students within Japanese universities through the lens of Chinese students studying in Japan. It aims to move beyond traditional views of students as passive recipients of knowledge, exploring their multifaceted contributions through the lens of knowledge diplomacy. Design/Approach/Method Employing a collaborative autoethnography (CAE) approach, the authors explored their experiences as former or current Chinese students in Japan, shedding light on the nuanced dynamics of international student mobility. By embracing an agentic perspective and the framework of knowledge diplomacy, the data analysis delineates their multifaceted role beyond agents of knowledge diplomacy across four principal dimensions: academic–formal, academic–informal, nonacademic–formal, and nonacademic–informal. Findings This study reveals their contributions not only as agents of knowledge diplomacy engaged in disciplinary learning, but also as active participants in extracurricular activities and social interactions that are integral to campus and community life. Their contributions foster cross-cultural understanding and academic collaboration that transcends the China–Japan dichotomy, influencing the broader global context. Originality/Value This study amplifies the discourse on the significance of international student mobility, advocating for supportive policies that recognize and enhance the role of international students as essential contributors to the global educational and societal fabric.
Chen et al. (Mon,) studied this question.